Public University of Navarre

Academic year: 2023/2024 | Previous academic years:  2022/2023  |  2021/2022  |  2020/2021  |  2019/2020 
Bachelor's degree in Early Childhood Education at the Universidad Pública de Navarra
Course code: 311409 Subject title: LANGUAGE AND SCHOOL
Credits: 6 Type of subject: Basic Year: 2 Period: 2º S
Department: Ciencias Humanas y de la Educación

Partes de este texto:


Module/Subject matter

Basic Training/Educational processes, exploration of the environment and motor autonomy.



Language as a socializing and regulating element of knowledge and behavior. Processes and theories of language learning in children. Phonetic, phonological, morphological, syntactic, semantic and pragmatic development. Language acquisition and main dysfunctions. Linguistic diversity at school. Linguistic models and the language curriculum in Navarra. European regulations on language teaching. Language proficiency assessments.


General proficiencies

Basic Proficiencies

BP2 - Students know how to apply their knowledge to their work or vocation in a professional manner and possess skills which are usually demonstrated by developing and defending arguments and resolving problems in their area of study.

BP3 - Students are able to compile and interpret relevant information (normally within their area of study) in order to voice opinions which include reflection on relevant themes of a social, scientific or ethical nature.

General Proficiencies

GP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.

GP2 - To promote and facilitate learning in early childhood from a global perspective, integrating the different cognitive, emotional, psychomotor and volitional dimensions.

GP3 - To design and regulate learning spaces in contexts characterised by diversity which attend to the unique educational needs of children, gender equality, fairness and respect for human rights.

GP5 - To reflect in groups on the acceptance of rules and respect for others. To promote the autonomy and uniqueness of each child as factors involved in the education of emotions, feelings and values ¿in early childhood.

GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.

GP8 - To be familiar with the fundamentals of child dietetics and hygiene. To be familiar with the fundamentals of early care and the bases and developments through which to understand the psychological, learning and personality development processes involved in early childhood.

GP9 - To be familiar with the organisation of early childhood education centres and the range of actions involved in their operation. Accept that teaching, as a practice, must be constantly refined and adapted to scientific, pedagogical and social changes over the course of one's life.

Transverse Proficiencies

TP2 - To demonstrate a level of competence in Spanish and, where appropriate, Basque equivalent to the C1 level of the Council of Europe of the Common European Framework of Reference for Languages.


Specific proficiencies

SP2 - To promote learning in early childhood from a global perspective, integrating cognitive, emotional, psychomotor and volitional dimensions.

SP3 - To design learning spaces in contexts characterised by diversity and in multicultural and multilingual environments which attend to the unique needs of children, gender equality, fairness and the development of human rights.

SP4 - To reflect on learning contexts and contexts of coexistence in education centres. To be able to observe systematically, acknowledge work well done, accept the rules and respect others.

SP5 - To reflect on classroom practices in order to promote innovation. To acquire habits and skills for autonomous and cooperative learning, and to be familiar with quality management models.

SP6 - To be familiar with the development of language in early childhood and identify possible dysfunctions. To acquire techniques which stimulate the development of language, to express themselves orally and in writing, and to master different techniques of expression.

SP8 - To be familiar with the fundamentals of early care, how basic psychological processes work and the keys to learning and personality development, and to apply the fundamentals of child dietetics and hygiene.

SP9 - To be familiar with the organisation of early childhood education centres and how they work in collaboration with the various sectors of the educational community and social environment.


Learning outcomes

The learning outcomes are the concretion of the competences that the student will acquire in the subject. Three levels are established:
- Optimum: acquisition of 100% of the competences and mastery in at least 75% of them.
- Medium: acquisition of the majority of the competences intended in the subject and mastery in those aspects that contribute to the specific competences of the degree.
- Deficient: insufficient acquisition of the aspects that contribute to the specific competences of the degree.
A student gets an APT rating if the level of learning is optimal or medium.

In this subject the learning outcomes (RA) are specified as follows:
LO1: Define learning contexts according to the different theories of language acquisition (CE6).
LO2: Know and apply language stimulation techniques (CE2, CE6, CE8).
LO3: Develop activities to detect and / or encourage the development of language at the language levels (phonetic-phonological, morphosyntactic and semantic) (CE2, CE3, CE5, CE6).
LO4: Identify the linguistic-pedagogical foundations of learning and communication (CE3).
LO5: Classify the different linguistic models of pre-primary schools and nursery schools in Navarra (CE9).
LO6: Generate teaching proposals to teach and evaluate in plurilingual school contexts (CE3).



Teaching methods


Code Description
TM1 Lecture with full attendance
TM2 Interaction in large group
TM3 Interaction in medium-sized group
TM4 Interaction in small group
TM5 Individualised interaction: tasks and guidelines for autonomous study


Learning activities


Code Description Hours Attendance
LA1 Theory classes (foundation, examples, proven applications and developments) 45 100
LA2 Practical classes or, in the event, practical experience (in the field) 15 100
LA3 Preparation of papers and oral defence 30 10
LA4 Self-study 50 0
LA5 Tutorials 5 100
LA6 Oral or written exams 5 100



Learning outcomes Assessment activities (*) Weight (%) (*) It allows test resit Minimum required grade
 LO1, LO2, LO4, LO5 ES4. Exams: One exam at the end of Block I and another at the end of Block II. 40%   Yes   At least 5 out of 10 in the exam of each block.
LO1, LO2, LO4, LO5 ES2. Theoretical Works (individual or group). 20% No -
LO3, LO26 SE.3. Practical work (individual or group 40% Yes   -
    100% 80% -

(*) The subject has two interrelated blocks: Linguistics and Pedagogy. The evaluation activities are referred to both blocks. In each evaluation system (ES), the two blocks contribute equitably.



Part I: Linguistics


Unit 1: Language as a tool of socialization and regulation of knowledge and behavior

Unit 2: Processes and theories on language learning by children

Unit 3: The evolution of language. Development and main dysfunctions

Unit 4: Phonetic-phonological, lexical-semantic, morphosyntactic and pragmatic development


Part II Pedagogy


Unit 1: European regulations on language teaching and the curriculum of languages in the Foral Community of Navarra

Unit 2: Linguistic diversity in the School: models and social context

Unit 3: The case of languages in Early Childhood Education in Navarra; Multilingualism as a framework for the teaching of languages at school

Unit 4: Assessments of linguistic competence



Access the bibliography that your professor has requested from the Library.


1. Basic bibliography

Alemán Gómez, N., Ardanaz Aicua, J., Echeverría Goñi, A., Poyo Jimeno, D. y Yoldi García, S. (2011) ECOL. Evaluación de la comunicación y del lenguaje (ECOL). Servicio de publicaciones del CREENA

Fernández Martín, F. (2013) Escuchemos el lenguaje del niño: normalidad vs. signos de alerta. Revista Pediatría Antención Primaria Supl. (22), 117-126

Gobierno Vasco (s.f.) Estimulación del lenguaje oral en Educación Infantil. Recuperado de:

Owens, R. E. (2008). Language development: An introduction. Boston: Pearson/Allyn and Bacon.

Hoff, E. (2005) Language development. Belmont, CA: Wadsworth/Thomson Learning.


2. Complementary bibliography

Ambridge, B. & E. Lieven (2011), Child Language Acquisition. Contrasting Theoretical Approaches. Cambridge: Cambridge University Press.

Crain, S. & D. Lillo-Martin (1999), An Introduction to Linguistic Theory and Language Acquisition. Massachussets: Blackwell.

Fromkin, V., Rodman, R., Hyams, N., & Fromkin, V. (2010). Introduction to Language International Edition, An. Florence, KY: Cengage Learning.

Guasti, M.T. (2002), Language Acquisition. The Growth of Grammar. Cambridge MA-London: The MIT Press.

Hoff, E., & Shatz, M. (2007). Blackwell handbook of language development. Malden, Mass.: Blackwell Pub.

Karmiloff, K. & A. Karmiloff-Smith (2001), Pathways to Language. From Fetus to Adolescent. Cambridge (MA): Harvard U.P.

Locke, John L. (1995), The Child's Path to Spoken Language. London: Harvard University Press.

Serra, M.; E. Serrat, R. Solé, A. Bel & M. Aparici (2000)  La adquisición del lenguaje. Barcelona: Ariel.

Snyder, W. (2007). Child Language. The parametric Approach. New York: Oxford University Press.

Tomasello, M. & Bathes, E. (eds.). (2001). Language development. The essential readings. Massachusetts: Blackwell Publishers Ltd.

Vega, M. y F. Cuetos (1999), Psicolingüística del español. Madrid: Trotta.



1. Basic bibliography

Abdelilah-Bauer, B. (2007). El desafío del bilingüismo. Crecer y vivir hablando varios idiomas. Madrid: Morata

Esteve, O. (2004). Nuevas perspectivas en la formación de profesorado de lenguas: hacia el «aprendizaje reflexivo» o «aprender a través de la práctica» [última consulta. 25-09-2014]

Cenoz, J. (Ed.) (2008). Teaching through basque. Achievements and challenges. Clevedon, England: Multilingual Matters LTD

Cummins, L. (2000). Lenguaje, Poder y Pedagogía: niños y niñas bilingües entre dos fuegos. Madrid: Morata.

Huete Garcia, C. y Vicente Morales, V. (2003). Enseñanza-Aprendizaje de las Lenguas Extranjeras en Edades Tempranas. Consejería de Educación y Cultura de la Región de Murcia.$m4331,4330 [última consulta: 3-07-2015]

Ministerio de Educación, Cultura y Deporte (2002). Marco común de referencias para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: MECD-ANAYA.

Montanari, E. (2007). Crecer en una familia bilingüe. La educación plurilingüe en casa y en la escuela. Barcelona: Ceac

Materiales legales

GOBIERNO DE NAVARRA (2007). Decreto Foral  23/2007, de 19 de marzo, por el que se establece el currículo de las enseñanzas del segundo ciclo de la Educación Infantil en la Comunidad Foral de Navarra. BON, nº 51

 2. Complementary bibliography

Cummins, J. (2000). Languaje, Power and Pedagogy: Bilingual Chlidren in thwe Crossfire. Clevedon, England:  Multilingual Matters LTD

Red Española de Información sobre Educación
Dolz, J.  & Idiazabal, I. (eds.) (2013) Enseñar (lenguas) en contextos plurilingües. Bilbao: Servicio editorial de la Universidad del País Vasco /Euskal Herriko Unibertsitatea. ISBN: 978-84-9860-838-0.

Martín Rojo, L. et. al. (2003). ¿Asimilar o integrar? Dilemas ante el multilingüismo en las aulas. Madrid: CIDE.

Ozaeta, A.; Perez Lizarralde, K.; Rodriguez, L.; Lasa, E. (2010). Nola irakatsi ahozko komunikazioa eskolan? Bi esperientzia praktika gogoetatsuan oinarrituta. Eskola Hiztun Bila Jardunaldiak. Tolosa.

Ria, L. (2015). Former les enseignants au XXIe siècle . Paris: de Boeck[última consulta: 3-07-2015]

Robledo, M.A.; Martín, I.; Hernández, T. (2011). Inmersión temprana en lengua extranjera. Madrid: MINECD.

Sainz Osinaga, M; Ozaeta, A eta Garro, E (koord.) (2010). Ahozko hizkuntza lantzen. Haur Hezkuntzan hasi eta unibertsitateraino, HIK HASI 25. Monografikoa

Sainz Osinaga, M (koord.) (2011). Nola artikulatu jakintza-arloa eta hizkuntza? Zenbait lanabes eskolan erabiltzeko. Andoain: Euskararen Gizarte Erakundeen Kontseilua. 

Normative Texts

MEC (2006). LOE: Ley Orgánica 2/2006, de 3 de mayo, de Educación. Madrid: MEC.

MEC (2020). LOMLOE: Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación. Madrid: MEC.

GOBNA: Decreto Foral (de Navarra, provincia que funciona bajo un régimen especial de derecho denominado Ley de Fueros). Decreto Foral 61/2022, de 1 de junio, por el que se establece el currículo para la enseñanza en la etapa de Educación Infantil, en la Comunidad Foral de Navarra.

GOBNA: Ordenanza Foral 93/2008 por la que se regula la Atención a la Diversidad en los centros educativos de Educación Infantil, Educación Primaria y Educación Secundaria de la Comunidad Autónoma de Navarra.

GOBNA: Orden Foral 47/2009: Evaluación del alumnado de segundo ciclo de la Educación Infantil.






Arrosadia Campus of the Public University of Navarra. For specific classroom, see the website of the Faculty of Humanities, Social and Educational Sciences.